2. INTRODUCTION
Sophisticated research of a theoretical nature requires more expertise, time,
money and labour on the part of a researcher. This is because its scope is very
broad and the findings of such a project is expected to have general applicability
over a wide population. As such has to be conducted on a large sample
representing that population. A teacher quite often might face problematic
situations at are specific to his class, the solution for which cannot be arrived at by
normal strategies! In such cases he too will have to explore the problematic
situation, with the spirit of a researcher. But such a teacher with all his activities
would find it difficult to meet the requirements of a theoretical research project
that would warrant Ile conditions specified in the biginning. More over, an
ordinary teacher need not be a competent researcher. In such a si tuation, it will be
desirable for the teacher to take up an “Action Research” meant for arriving at a
scientific solution for the complicated problematic situations. Action research may
be said to be research of the teacher, for the teacher and by the teacher.
3. Meaning and definition of Action Research
According to Stephen M. Corey , "Action Research is a process for
studying problems by practitioners scientifically to take decision for improving
their current practices. Now let us enumerate the peculiarities of action research,
with special reference to a practicing teacher.
1. Action research in education is concerned with school problems and is carried on
by school personnel to improve school practices.
2. Compared with other kinds of educational research, it is simple and easier to
conduct. Educational research of a theoretical nature seeks to discover new
knowledge; action research aims at gathering evidence and strategies of solution
with respect to a specific problem; sampling bias is less in action research because
the small group with which the teacher faces the issue itself forms the sample.
3. 3. Action research organised investigative activity, aimed towards the study
leading to constructive change required for the qualitative improvement of the
work of the specific endeavour concerned especially when problematic situations
arise.
4. It is research designed to find the solution for a felt problem, that demands
investigation and have direct application in the setting in which the research is
conducted.
5. Action research is a type of applied research or decision - oriented research. The
researcher is the practitioner himself, who will take the decision and enjoy its
benefit.
6. Action research is undertaken to solve an immediate practical problem that cannot
be solved by ordinary strategies. The goal of adding to scientific knowledge is
only secondary or even tertiary.
4. Objectives of Action Research
Action research projects are conducted, for achieving the following objectives
1. To improve the conditions of various infra-structural facilities of an educational
institution.
2. To develop scientific attitude among teachers where by they are motivated to
study problems scientifically before taking decisions about complicated issues.
3. To develop democratic attitude among students and teachers while understanding
and solving their problems.
4. To bring excellence in the working style of the institution.
5. To develop the ability and insight among administrators to improve and modify
institutional conditions with a scientific outlook.
6. To root out the conservative and static environment prevailing in most educational
institutions.
7. To make the educational system capable of generating a healthy environment
conducive to learning.
8. To raise the level of performance and the level of aspiration of the students.
Key points to be taken care of while doing Action Research
1. Ensuring empirical support, authenticity and hence acceptability to the actions
taken by a practitioner in a situation involving an issue, the solution for which was
not evident
2. Arriving at feasible an fruitful from the consequences of changes
3. Working out self reflective cycles of planning, implementing, observing, reflecting
and replanning.
4. Adoption of participatory, collaborative strategies
5. 5. Gathering of evidences to decide whether ideas, assumptions and previous
practices have been false or incorrect (or both)
6. Have open mindedness critical attitude towards issues and their solutions.
Steps in Action-Research
1. Identification of the problem: A teacher should be sensitive towards job-related
tasks and problems concerned. The problem should be need based. He must be
really interested in the problem. It must arise from his own experience. It must be
specific and limited in scope.
2. Pin-pointing the problem: After identifying the problem it should be defined so
that goal and action could be specified. If the problem is related to teaching and
learning, it is to be localized in terms of class, subject, group that has felt the
problem and the nature' of the puzzle felt by the teacher.
3. Analysing the causes of the problem: The causes of the problem are to be
analysed with the help of theory, previous experiences, preliminary evidences, etc.
The nature of the cause also is to be analysed in order to determine whether it is
under the control or beyond the control of an investigator. More over, this will
help in formulating action hypotheses. Success of any action research depends
upon the correct diagnosis of the causes.
4. Formulating action hypotheses: This involves individual commitment to some
definite action leading to the solution of the specific problem. The teacher has to
ask himself a searching question and state his hypothesis in the form: "If I do
this...then this will happen" For each difficulty, there may be one or more action
hypotheses each ancticipating and proposing a feasible solution which need to be
tested. The basis for formulating action hypotheses are the causes of the problem
experienced by the investigator. The statement of action hypothesis consists of two
6. aspects - action and goal. It is to be stated in the form of a proposition that such
and such an action taken might help in achieving the goal by solving such and
such an aspect of the problem.
5. Development of a design for testing the action hypotheses: The design is
developed for testing all the important action hypotheses. Some actions may be
taken and their results observed. If a hypothesis is not accepted, a second design is
developed for testing another hypothesis) The design of action research is flexible
and can be designed at any time. according to the convenience of the investigator.
However, it is desirable to design a well thoughtout plan of action including a time
schedule.
6. The causes of the problem: Accepting or rejecting an action hypothesis leads to
certain conclusions. The conclusion indicates some prescription for solving the
particular problem that has provoked and necessitated the investigator to explore.
The conclusions are meant to make decisions regarding actions to be taken for
modifying and improving the current practices concerned, with a view to solve the
problems that led to the action research.
7. CONCLUSION
“Action Research” meant for arriving at a scientific solution for the
complicated problematic situations. Action research may be said to be research of
the teacher, for the teacher and by the teacher. The conclusions are meant to make
decisions regarding actions to be taken for modifying and improving the current
practices concerned, with a view to solve the problems that led to the action
research. A teacher quite often might face problematic situations at are specific to
his class, the solution for which cannot be arrived at by normal strategies! In such
cases he too will have to explore the problematic situation, with the spirit of a
researcher.
8. REFERENCE
1. K.Shivarajan- Trends And Development In Modern Educational Practices
2. www.wikipedia.org
3. www.google.org
